Abstract
This question is, to a certain extent, inevitable and two-sided. On the one hand, it helps keep up a necessary level of practicality and opera-tionality in our reflections and discussions, and does not dichotomize theory and practice. On the other hand, it may also help activism to continue asphyxiating educational practice. Actually, theory and practice form a dense web, in which passage from one to the other is neither automatic nor evident. I understand theory as the speech that is born from practice, which, conscious of itself, feels incomplete. It is the time of astuteness in the practice one wishes to have recreated. Both linearity from theory to practice and from practice to theory decharacterize what Paulo Freire considers praxis.
Living together cannot be reduced to an organic symbiosis nor to a juridical-political contract. Nor to life according to nature, or birth, or blood or soil; nor to life according to convention, contract or institution.
—Jacques Derrida
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Notes
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© 2010 Danilo R. Streck
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Streck, D.R. (2010). Pedagogy of the New Social Contract: A Few Agendas. In: A New Social Contract in a Latin American Education Context. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230115293_9
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